Presentation on the status of the California State University, Course Redesign with Technology program, delivered at EDUCAUSE on October 1, 2014.

1. #BbWorld14
Breaking through Bottleneck Courses –
California State University’s Proven
Course Redesign Program
Kathy Fernandes & Brett Christie
Academic Technology Services
CSU Office of the Chancellor

2. CSU System Demographics
• 23 campuses
• 447,000 students
• 45,000 faculty & staff
• Largest university system
in the world
• Most diverse university
system in the U.S.
• One of the most affordable
universities in the U.S.

3. CSU Academics
● Offers 1800+ bachelors and
masters degrees
● Awards half of CA bachelors
degrees yearly
● Awards one-third of CA
masters degrees each year
● Graduates ~84,000 students
annually into the CA
workforce

4. Setting the California Context
• California Higher Education Context
– CSU budget drastically reduced over
30% in the last few years
– High demand by students to attend a
CSU (23 campuses)
– Turning away 20,000+ students
– Not good for California’s economy

5. Setting the California Context
• Governor willing to reinvest but …
– Not interested in “same old way” of
increasing # of sections
– Interested in changing education
– Using today’s technology and
innovations
– How do we address the 21st Century
Learner?
• 2013-2014 Results
– $10M to the CSU for Enrollment
Bottleneck Solutions

6. Enrollment Bottleneck Solutions
• Bottlenecks = anything that limit students’
ability to make progress toward degrees:
– Student Readiness
• Students repeating courses – DWF’s
– Place-bound
• Waiting for required courses to be offered
and then getting enrolled
– Facilities
• Limited number of students who can be
in the labs
– Advising and Scheduling
• Options for completing GE and/or major
requirements

7. High Enrollment/Low Success
• Analyzed 1.4M course sections (all 23 campuses)
• Identified 22 areas of high enrollment/low success
• Mostly STEM courses
– Sciences: Biology, Chemistry, Physics
– Also Critical Thinking, Economics, Accounting, Psychology,
US History, American Government
– Engineering
– Mathematics
• CSU Internal RFP Created
– What courses to be redesigned?
– By Who?
– How?

8. Ephraim Smith,
Executive Vice Chancellor, AA
Gerry Hanley,
Assistant Vice Chancellor, ATS
Kathy Fernandes,
Director, Learning Design and Technologies
Brett Christie,
Program Manager, Course Redesign Services
Leo Cota,
Program Manager, Enrollment Bottleneck Solutions
Academic Affairs Team

9. 2013-14 Budget
• Promising: 2.5 M
• Proven: 1.2 M
• CourseMatch: 1 M
• eAdvising: 1.5 M
• Assessment: 1 M
• Quality Assurance

11. • Proven Course Redesign
– Identify a faculty member who redesigned course
• Achieved greater student success
• Not grade inflation
• More students achieved the learning outcomes
– Host an “eAcademy” for the discipline
• Create a PLC around course model
• Share the pedagogy and technology used to achieve
greater success
• Share the data and assessment methods used to
achieve greater success
Course Redesign with Technology

12. Course Redesign with Technology
• Proven Course Redesign
– Faculty from other CSUs can choose to adopt and
adapt the course model
• Letter of Commitment
• Participation in the online Professional Learning
Community
• Funding for assigned time for one course to do the
redesign
• Stipends for eAcademy and other learning events
• Complete 3 stages of a teaching ePortfolio

13. CSU Summer 2013 eAcademies
Course Subject Lead campus(es)
# of CSU
Campuses
Enabling Technology / Pedagogy
Engineering San José 13 edX / Flipped Classroom
Physics Pomona 5
smartPhysics /
Flipped Classroom
Chemistry Fullerton 4
Online Homework/ Supplemental
Instruction
Mathematics
Northridge and
Fullerton
10
ALEKS /
Supplemental Instruction
Critical Thinking Chico 9 Fully Online / LMS
Biology Los Angeles 15
Virtual Labs / SmartScience /
Biology Labs Online
Online GE
Sciences
Dominguez Hills 14 Fully Online / LMS
Total 19 (unique)

14. Course Redesign with Technology
• Promising Practices
– Local Campus Project
– Identify faculty and course(s) - high enrollment/low
success
• Redesign is needed but not proven with data or
completed yet
– Participation in the online Professional Learning
Community
• http://courseredesign.csuprojects.org/wp/plc/
– Complete 3 stages of a teaching ePortfolio

15. Professional Learning Community Webinars
• Orientation: Establishing Project Activities and Outcomes
• QOLT: Effective Online and Blended Course Development
• Data Analytics and Documenting Impact
• Lead Faculty Status Updates on Proven Course Redesign
• Implementing Successful Supplemental Instruction
• Universal Design for Learning
• Introduction to ePortfolio Template
• ScreenCasting for Enhanced Teaching and Learning
• Fostering and Ensuring Academic Integrity in the CSU
• Redesign Project Showcase
• Cool Tools for Blended/Online Learning
• ePortfolio Showcase
• Flipping the Classroom: Making the Most of Student Time
• CSU Quality Hybrid-Online Course Awardees Showcase

16. Teaching ePortfolio Template & Stages
Stage 1
• Course
Background,
Redesign
Strategy and Plan
• Why redesign?
• What changes?
Pedagogy?
Technology?
Engagement?
• Why will this
redesign lead to
better learning?
Stage 2
• Redesign
Materials and
Activities
• Redesigned
syllabus, course
materials?
• Redesigned
activities?
• Redesigned
assessments?
Stage 3
• Outcomes
• Did the redesign
gain better SLOs?
DWFs?
• Lessons
Learned?
• Student
Reactions?

17. http://courseredesign.csuprojects.org/wp/eportfolios/

19. Quality Assurance
In an effort to increasingly support effective teaching and
learning in blended and online course formats, we have
developed a well-rounded program of QA training and
resources for faculty and staff:
• Instructional Quality
• Academic Integrity
• Universal Design for Learning/Accessibility
• Student Readiness

20. Quality Assurance
In an effort to increasingly support effective teaching and
learning in blended and online course formats, we have
developed a well-rounded program of QA training and
resources for faculty and staff:
• Instructional Quality
• Academic Integrity
• Universal Design for Learning/Accessibility
• Student Readiness

21. Instructional Quality
CSU Academic Technology Services supports faculty and staff
training in the following instructional quality programs:
• CSU Quality Online Learning & Teaching (QOLT) program
– 58-item instrument
– Addresses prof development for course design and delivery
– Includes UDL, accessibility, student readiness, OER, mobile
– Available through Creative Commons licensing
• Quality Matters (QM) institutional subscription
– Addresses course design
– Through CSU subscription, campuses pay ½ to ⅓ costs
– Training available in online format.
– Certifications can be for course, as well as peer-reviewers

22. Mapping Across 2 Instructional Quality Programs

23. • Began in 2011 to assist CSU faculty, faculty developers, IDs to
more effectively design hybrid-online courses.
• Developed after review of related research, literature, models:
– Rubric for Online Instruction: Assist development and evaluation of online
courses while promoting dialog about student learning. CSU Chico, 2003.
– Quality Matters: Developed through FIPSE grant from 2003-2006. Faculty-
centered, peer-review process to certify quality of online-blended.
– Quality Online Course Initiative: Online course rubric and evaluation system
in the state of Illinois to help colleges and universities improve accountability.
– NSSE: Hundreds of four-year colleges and universities surveyed since 2000
about student participation in programs and activities.
– Community of Inquiry: Addresses course quality on three aspects: Social
Presence, Teaching Presence, and Cognitive Presence.

24. Over 200 faculty have completed Q1. To date, 48 have completed Q2.

27. Recognition & Dissemination of Quality Instruction
• Since 2010, 500+ CSU faculty have participated in the
CSU QOLT Awards Program.
• Three levels of evaluation
– Self-evaluation: Copy goes to instructor, copy goes to
Campus Coordinator
– Student ratings: Anonymous. Viewed by peer-
reviewer. Instructor views after grades submitted.
– Peer-review: Analysis by faculty/staff colleague
• Participation letter to all; Recognition letter to campus
finalists; Letter, certificate, postings to CSU awardees
• Campus and CSU presentations by awardees
• Online repository of exemplars by objective

28. Leveraging QM Institutional Subscription
Teaching Online: An Introduction to Online Delivery- Introduces
differences between traditional F2F and online learning, the instructor’s
role, importance of engaging students and facilitating discussions. Two
weeks long; 8-10 hours per wk
Applying the QM Rubric- This is the first course that most faculty and
staff take. Provides an overview of QM, the QM rubric,
and the peer-review process. Two weeks; 10-11 hrs per week
Peer Reviewer Course- Prepares experienced online faculty to
participate in course reviews. Two weeks long; 8-10 hours per week
Almost 300 CSU faculty and staff have completed QM
workshops. Over 50 certified peer-reviewers.

29. http://courseredesign.csuprojects.org/wp/qa-eportfolios-showcase/

30. calstate.edu/courseredesign

31. http://teachingcommons.cdl.edu/virtuallabs/

32. Course Redesign with Technology
• Proven Course Redesign
– 81 faculty
– 20 CSU campuses
– In 8 disciplines
• Promising Course Redesign
– 76 faculty
– Representing 18 campuses
– In 25 disciplines

33. Course Redesign with Technology Models/Trends
• Proven (81 Faculty)
– Flipped Classrooms
– Supplemental Instruction
– Virtual Labs
• Promising (76 Faculty)
– Supplemental Instruction
– Hybrid Courses
– Clickers

34. Estimated Student Impact (Proven and Promising Programs)
*Total number of students enrolled in a redesigned course over 2013-2014

35. Outcomes/Results
• July 7 was the faculty deadline to submit course redesign
results to their ePortfolios
• Institutional Research data being consolidated from the
adopting campuses and analyzed in aggregate
• Meanwhile, we have launched Year 2 of the Proven and
Promising Course Redesigns
• Faculty from Year 1 have consulted faculty in Year 2 at
one big CSU Summer Institute (eAcademy)

36. Lessons Learned
• First Year was “Running with Scissors”
– Web sites up
– Improve communications and timing of RFP
• Improving ePortfolio Submissions Process and Template
• PLC -> more discipline-specific webinars
• More presentations from faculty participating in the course
redesign program
• Camtasia presentations vs Live interactive Collaborate
presentations

37. Contact Information
• Kathy Fernandes
Director of Learning Design and Technologies
kfernandes@calstate.edu
• Brett Christie
Director of Course Redesign Services
bchristie@calstate.edu
• CSU Course Redesign with Technology website
http://calstate.edu/courseredesign
• Slides and links available in Educause program
• Session evaluation via mobile or online